PERSONAL REFLECTION:

This was a great learning curve for me on technology as we were assigned to extend children’s learning on technology using blog. While on the blog journey I found some challenges. The first challenges for me was creating blog as before this course I had no idea what a blog was. I was very worried and confused what to do, and how I will get through this blog assignment. I think I was the last person in the class to blog. I overcame this confusion after the discussion we had in the class which made my understanding about blogs much easier.

I really appreciate the support which I received from my lecturer and my classmates to start my blog. This was a great learning opportunity for me about the technology. From this blogging assignment I have learnt that by involving children in technology we both learn a great deal of new things together. “Teaching is a process of becoming that continues throughout life, never completely achieved, never completely denied. This is the challenge and the fun of being a teacher there is no ultimate end to the process” (Tyminski, 2006).

Form Blogging assignment I have also learnt about cyber safety, advantages and disadvantages of using social net work. I have learnt that how useful technology is for children and parents, especially for working parents.  For example some parents do not have time to talk to the teachers when they drop their children at the centre but they can always receive emails and some of the centres do blogging as well.

The feedback which I have got from my classmates on my blog was very encouraging. After receiving the feedback I have learnt that my blog has helped my classmates. As some of the technology which I have used to extent children’s learning was new to them. I also have learnt new ideas to extend children’s learning on technology by going through different people’s blog which I never knew can be used as technology.  I really like the blogging idea as we share our unique ideas even though it was bit challenging at the beginning. It is incredible how a small thing which we never thought can make a significant difference in our learning.

Technology is having an impact on every aspect of modern life and has integrated our lives on the most basic levels, often without us even being aware of it. For example, most appliances and tools we use daily. Computers control our telephone routing and the engines in our cars. Washing machines can decide when our dishes and clothes are clean. As we enter the new millennium; we face many uncertainties as the world is changing rapidly, often making it difficult for us to keep up (Druin, 2009).

After doing this assignment I believe it is time to integrate technology into the educational settings since skilful use of technology supports the development of children that are essential to success in our rapidly changing world. As an early childhood teacher I have learnt that I have a critical role to play in ensuring that children benefit from technology. As well as practical application of technology benefit children’s lives in valuable ways. Technology allows teachers to better serve the diverse learning styles of children and educate them for a wider range of intelligence.

Children need to be encouraged in learning about technology but they need to be interested in the first place. Their interest relies on the teachers. For example is the technology appropriate, accessible, being used in an appropriate context, is it being modelled by teachers and peers. According to Te Whāriki, He Whaariki Mātauranga mo nga Mokopuna o Aotearoa (Ministry of Education, 1996) “these experiences enrich children’s lives and provide them with the knowledge; skills and dispositions they need to tackle new challenges” (MOE, p. 98).

It is amazing what children can do with technology if introduced to them. In today’s life technology is growing so fast and if we do not involve and give children opportunity to play and freely explore technology they will be left behind and will find hard to manage later on in their studies. The technology allows children to respond and represent learning in individual ways, and provides a window on their thinking ((Druin, 2009).

Technology has a huge contribution on children’s learning and development. Children benefit extremely using technology as it is so powerful. Through technology children extend their knowledge and understanding of the world in the broadest sense of communication, language and literacy, problem solving, reasoning and numeracy. Language and literacy development are major strengths of technology use with children. Children’s learning with technology goes beyond developing skills such as hand–eye coordination, self-esteem, confidence and it supports independence. It also has potential for promoting pleasure in learning by enhancing engagement, motivation and the desire to learn (Plowman, 2006).

REFERENCE LIST:

Druin. (2009). Mobile technology for children: designing for interaction and learning. Unites States of America: Morgan Kaufman.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa . Wellington, New Zealand: Learning Media.

Plowman. (2006). Supporting learning with ICT in pre-school settings. Retrieved April 19, 2011, from Online:  http:// www.tlrp.org/pub/documents/no15_plowman.pdf

Tyminski, C. (2006). Becoming a professional. In your early childhood practicum and student teaching experience: Guidelines for success. (pp 19-36). New Jersey: Personal Education Inc

Blog Contributions
Two class contributions:

http://tamarwk.blogspot.com/2011/03/welcome-to-blogging-for-people-place.html?showComment=1303724347441#c3019731536011713953

http://tamarwk.blogspot.com/2011/03/fostering-adults-learning-about-and.html

Five class blog comments:

http://mavis-littlebubbles.blogspot.com/2011/04/earthquakes-in-christchurch.html#comments

http://mindycc.blogspot.com/2011/04/baking-time-yummy-chocolate-cake-by.html

http://bumblebeesonam.blogspot.com/2011/04/paints-and-technology.html

http://hestersmitspot.blogspot.com/2011/04/buttons-buttons-everywhere.html#comments

http://kidzsavvy.blogspot.com/2011/04/self-portraiture-technologies.html#comments

                                                                                                                      

Blog 4
        LEARN & GO!! 
LEAPPAD LEARNING SYSTEM

The pen may be mightier than the sword, but the Leap Pad is mightier than all (LeapPad Learning System, 2009). Today H entered the preschool with her leap pad.   Her mum told me that she bought leap pad couple of months ago. H always uses it at home and today she wanted to share it with her friends. After talking to H’s mum I came to know what exactly the leap pad is. You might be wondering what leap pad is. Leap Pad is an electronic educational interactive book for preschool children from Leap frog Enterprise.  Interactive  books incorporate modern technology which is computerized books and it also features a device called a magic pen that allows stories to come to life.

Leap pad books are fundamentally the most crucial ingredients in learning and development of children. It is intended for use in conjunction with books designed for it, which include many popular  numerous Disney characters. This technology gives children a story-time experience rich with songs, sounds, activities and options that will make the experience fun and unique each time. Providing children with age-appropriate tools for learning is important, but making that learning fun and engaging is invaluable. Leap pad makes reading and writing totally fun. The biggest value of leap pad is giving ideas to children to read. Even for an early age children, from this technology children pick up words and understand more complex language. The more children use the more they understand and expand their vocabulary, and develop a love of reading (LeapPad Learning System, 2009).

There is evidence to suggest that most young children aged from birth to five years are growing up in media-rich digital environments in which they engage actively from a very early age. Everyday playful experiences in print-rich environments expose children to reading and writing. Language and literacy development are major strengths of technology use with children. Leap pad encouraged children more complex and longer speech and the development of fluency. When interacting with leap pad children were engaged in high level communication and cooperation such as social interaction and conversations related to children’s work and turn taking (LeapPad Learning System, 2009).

Leap pad technology offers children more opportunities to enhance their learning through active engagement in the learning process, cooperative learning, frequent interaction and a sense of connection to real-world contexts and applications. Children have advantages in the areas such as fine motor skills, language and communication, reading readiness skills, mathematical thinking, academic achievement, creativity, critical thinking, problem solving, self-concept, self-confidence, cooperation, motivation, and positive attitudes towards learning (LeapPad Learning System, 2009).

Leap pad technology offered children with different story and adventure in different learning concept. After using leap pad H learnt to correctly write each letter and number while hearing its phonetic sounds.Education is an important tool to make us ready in facing the requirements of life. Education starts as soon as children are born. New technology engages children for longer period of time. While engaged in active learning through leap pad children gained knowledge and skills that build on prior knowledge, resulting in new knowledge (Mindes, 2006). Leap pad is one of the instructional technologies that promote learning at a maximum level of success and pleasure.  Reading has a big role in a children’s development and it is a way to future success. Leap Pad encouraged children to read and develop their reading skills and it also prepared children for academic success. When using  leap pad children developed phonics mastery, vocabulary building, vocabulary, maths, motor skills, creativity and social development (LeapPad Learning System, 2009).

While using leap pad children experienced exposure to holding and using a writing tool which is important for children's motor skill development. Children also developed their ability to learn to read, and move their fingers to hold pencil which is a major milestone, especially for children who are ready to enter school. Children also increased their ability to recognize handwritten letters and numbers with a 'magic pencil'.  Te Whāriki, He Whaariki Mātauranga mo nga Mokopuna o Aotearoa (Ministry of Education, 1996) states that “children use a variety of technologies for different purposes as they explore their world” (MOE, p. 98). Leap pad is helping to create a multisensory learning experience. Leap pad also helped children pre-writing skills to even younger children such as gripping a writing implement, tracing letters and development of fine motor skill.

I will extend children’s further knowledge on Leap pad technology by asking centre manager if we can buy leap pad and other educational technology for the children in the centre to extend their learning.

REFERENCE LIST:

 Learn with Leappad Learning system. (2009). Retrieved April 25, 2011, from Online:  http://learnwithleappadlearningsystem.com

Learn and go leap pad. (nd). Retrieved April 25, 2011, from Online: http://www.leapfrogshop.co.uk/leapfrogshop/info/leappad/leappad_info.htm

 

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa . Wellington, New Zealand: Learning Media.

Mindes, G. (2006). Social studies in kindergarten. In D. Gullo (Ed.), K today: Teaching and learning in the kindergarten year (Chpt. 10, pp.107115). Washington, DC: National Association for the Education of Young Children.

BLOG 3                          DATE: 26/4/2011

COMPUTER TAKEOVER

 Computers, internet and other information and communications technology are changing the way families live. Computers are also changing how schools teach; how children learn and connect to their community. Every morning when I come to the centre, I see L sitting in the office so I thought I will first go in the office to see what she is doing. I saw her using computer because her mum (centre manager) is using the computer. Children observe adults and older children working on computers, and they want to do it too. To extend L’s learning, I asked the centre manager, if I can bring staff computer in over 2’s room just for a day. After getting permission from the manager I got the computer out and it was amazing to see how children were interested to explore this technology as it was new for some of them because children do not have access to the computer in my centre. Children took turns to explore the computer. Santrock (2008) suggests that Piaget looked children as little scientists because they explore and learn on their own experience. Children develop in the way they learn to adapt to the environment around them and demonstrate their intelligence through their adaption to the world.

Children get interested because they can make things happen with computers. There are many benefits of computer. Computer is a technology that improves children’s achievements. Through computer children were engaged in creative play. They collaborated in making decisions and shared their discoveries and creations (Smorti, 1999).  This technology also enabled children to find new challenges and become more proficient. When technology is used appropriately, it supports and extends usual materials in valuable ways. According to researchers positive effects of technology in children’s learning and development are both social and cognitive. While using computer children initiated interactions more frequently and in different ways than when engaged with usual activities, such as puzzles or blocks. Children were engaged in turn taking and simultaneously showed high levels of language and cooperative-play activity while using computer (Plowman, 2006). 

This technology actually developed children’s abilities such as nonverbal skills, structural knowledge, long-term memory, verbal skills, problem solving, abstraction, conceptual skills and also developed intelligence. Computer also enhanced children's self-concept and children demonstrated increasing levels of spoken communication and cooperation. Children shared leadership roles more frequently and developed positive attitudes toward learning. After observing children today I came to know that computer is a valuable experience for children’s learning. Children were so comfortable clicking various options to see what is going to happen next. According to Te Whāriki, He Whaariki Mātauranga mo nga Mokopuna o Aotearoa (Ministry of Education, 1996) children “learn strategies for active exploration, thinking and reasoning” (MOE, p. 82). This technology enhanced children's computer experiences. Stormie (nd) suggests that children who use computer with supporting activities that reinforce the major objectives of the programs have significantly greater developmental gains when compared to children without computer experiences.

Children’s learning with technology goes beyond developing skills such as when using mouse children increased hand–eye coordination. Computer helped children to develop self-esteem, confidence and supported independence. It also has potential for promoting pleasure in learning by enhancing engagement, motivation and the desire to learn (Plowman, 2006).

Computer plays a significant role in all aspects in children’s life today and this role will increase in future. For example developmentally appropriate software enhances children’s academic performance such as educational math, social studies, and science, reading and writing skills. According to Vygotsky children should be provided with socially rich environments in which they can explore knowledge domains with their peers and teachers. Computers provides concrete experiences to children because they have  access and control to learning experience. Children and teachers learn together. For example teachers encourage peer groupings, and teachers use computers to provide powerful ideas for children to learn. 

Computers can be used to support the learning environment by providing tools for discourse, discussions, collaborative writing, and problem-solving, and by providing online support systems to scaffold children’s understanding and cognitive growth (Santrock, 2008). The potential benefit of technology for children’s learning and development is by integrating technology into the daily routine. For example use technology to integrate curriculum, technology offers new avenues and perspectives such as exploring shapes on the computer provides opportunities to stretch, shrink, bend, and combine shapes into new forms. Such activities enrich and extend children’s activities with physical manipulative (Tsantis, Bewick & Thornton, 2003). 

Children need plenty time to experiment and explore using computer so in future to extend children’s learning in technology I will ask centre manager if we can have at least 1 computer for children.

REFERENCE LIST:

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa.    Wellington, New Zealand: Learning Media.

Plowman. (2006). Supporting learning with ICT in pre-school settings. Retrieved April 19, 2011, from Online:  http:// www.tlrp.org/pub/documents/no15_plowman.pdf

Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19 Autumn
       1999.

Stormie. (nd).  Computers-Preschool. Retrieved April 24, 2011, from Online: 
  http://   www.preschoolbystormie.com/computers.htm

Santrock, J. W. (2008). Lifespan development (11^th ed). New York,         United States of America: Mc Graw-Hill.

Tsantis, L., Bewick, C., & Thornton, S. (2003). Examining some common myths about computers in the early years. Young Children on the Web, November 2003, 1-9.

BLOG 2                               DATE: 18/4/2011

TELEPHONE CONVERSATION 

         

            

Wow!! Look at the weather outside today. It is raining so children stayed inside playing in their favourite areas. I noticed some children in the family corner taking turns to talk on the telephone. When I saw L and K talking on the telephone, I quietly went behind them listening to their conversation making sure not to disturb them. L gave the phone to K saying “aunty you talk to K”. K said “hello”, after few seconds L took the phone from K saying “my turn”; she talked to her aunty for a while. I heard L said to her aunty “you going shopping, elephant for me, bye aunty”. Then she put the phone down saying to K “aunty going shopping”.

Then I moved to see what D was doing. Through my observation D was pushing s buttons on the telephone; I asked D “what you doing with the telephone”. He told me that he wants to ring mum because he miss her and want to talk to her. I was also listening to S conversation which she was having on the telephone. She was telling the doctor that her baby is sick which she is holding in the other hand. Today I saw children coping each other using telephone but in different ways and different time.

Telephone is a technology that communicates information over great distances by transmitting and receiving sound, most commonly speech. Children benefit extremely using telephone as a powerful technology. Technology has a huge contribution on children’s learning and development. Through this technology children extended their knowledge and understanding of the world in the broadest sense of communication, language and literacy, problem solving, reasoning and numeracy.Through my observation today, this technology enhanced relationships between children, parents and their families. For example by using this technology children tried to communicate to their parents because they missed them. Children developed an understanding of how technology has a real and direct impact upon everyday life. Telephone helped increase children’s understanding of others and around the world. By exploring this technology children get self-sufficient and independent (Druin, 2009).

While playing with telephone children build literacy and numeracy skills such as correlation between written words, numbers, symbols and their meanings with an increasing ability to interpret these numbers. This technology provided children with the ability to enquire, explore and generate their working theories for making sense of the world around them (Ministry of Education, 1996). Children had opportunities to explore, question, take part and make sense of that which is known. For example how a telephone works such as “connecting links with the family and the wider world” (MOE, 1996, p. 54). Children also increased their fine motor skills and turn taking skills while using technology.

Telephone also enhanced children’s learning experiences through the diverse learning opportunities and provided methods that helped children to become more engaged and enabled them to consider their existing interests in new ways. For example literacy, in particular, was an area that saw significant enhancement in the way that children were able to engage with and develop their literacy skills through technology (Shah, Godiyal. nd).  

To extend children’s learning I will practice children “pushing" on the numbers in the correct order. As well as gather children in a circle and give them turns to "push" the numbers individually on the telephone. This is important in helping children to remember their emergency numbers such as police, ambulance and fire fighters. I will also help children learn and remember their telephone numbers by engaging them in fun activities. For example play the pretend phone game. One of the first things young children need to learn is their telephone number, along with their address and the name of their parents. I will also explain children when and why they should use these phone numbers. For example children are lost or in trouble when away from home, they will need to have their phone number memorized so they can tell a safe grown-up how to reach their parents. Also talk to the children that emergency number is never to be used unless someone is hurt or in danger and or the grown-up in the house cannot get to the phone.

REFERENCE LIST

Druin. (2009). Mobile technology for children: designing for interaction and learning. Unites States of America: Morgan Kaufman.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa . Wellington, New Zealand: Learning Media.

 Shah, Godiyal. (nd).  ICT in the early year: Balancing the risk. Retrieved April 17, 2011, from Online:  http:// www.ejournal.aiaer.net/vol21209/17.%20Shah%20&%20Godiyal.pdf

 

Incredible Dishwasher

BLOG ONE:                                                                                                           DATE: 15/4/2011

What is Technology?

Technology is the branch of knowledge that deals with the creation and use of technical means. It is application of scientific knowledge to solve problems and discovering knowledge about the world in which we live (Smorti, 1999). In terms of everyday technology, there is a huge variety of electronic and digital equipment that permeate young children’s lives and shapes their understanding of the world. This includes barcode scanners, calculators, cameras, cash machines, computers, console games, dishwashers, laptops, microwave, ovens, mixers, mobile phones.

Technology is not only electronic and digital equipment but there are other means of technology which people do not realise. For example pen, paper, chalk, and toys. Anything you name is technology so basically technology is everywhere. Technologies have changed the way the world works today. We need to make sure children have the skills to compete in this global economy. Every single child deserves the opportunity to succeed in the 21st century.

 

Incredible    Dishwasher

Technology plays a significant role in children’s everyday life.  Today when I was putting dishes in the dishwasher after morning tea, I noticed B looked so curious like he wanted to ask me so many things.  B said “how does it work, why are you putting powder in there and what those buttons are for”. After explaining to him, B went and told his friends about the dishwasher. They all were interested to see how it works.

To extend children’s learning I showed them how this technology works. Children developed an understanding of how technology has a real and direct impact upon everyday life. For example dishwashing technology makes life fast and easier for everyone. Through this technology children learnt to explore and discover concepts in using dishwasher. The idea was to give children the tools necessary to assess problematic situations and use knowledge and concepts learned from their education to solve problems in the best way possible in everyday life (Smorti, 1999).  Te whāriki states that children experience an environment where they have “confidence in using a variety of strategies for exploring and making sense of the world, such as in solving problems, looking for patterns, classifying things for a purpose, guessing, making comparisons, asking questions, explaining to others and  listening to others” (Ministry of Education, 1996, p.69).

They also discovered about hygiene. For example attention was given to minimising the potential for the spread of infection when environment is clean and well-presented. B was encouraged to play an active role in showing other children about dishwashing technology under supervision. He was assisting me with loading the dishwasher. Children learnt about safety near electrical appliances by following the simple safety rules, which they were reminded at the beginning. This particular technology enhanced children’s learning and development about adopting healthy lifestyles and they developed skills for their future. Children developed a better understanding of how technology works and appreciate people who created this technology and understand how technology made everyone’s lives better. Children also gained knowledge about how technology within the world work and co-exist.

I will extend children’s further knowledge on technology by providing them with variety of technology to explore such as telephone, computer, camera and microwave.  I will also set up activities which will involve technology.

REFERENCE LIST:

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa . Wellington, New Zealand: Learning Media.

 Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19 Autumn 1999.